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Empowering examiners to develop doctoral assessment literacy: a situated learning perspective

Doctoral examiners play a pivotal role in upholding academic standards; therefore, they must be supported in their work. Drawing on situated learning theory, this paper proposes a conceptual training framework to empower examiners, particularly those participating in the PhD viva. The framework comp...

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Main Author: Tan, Wee Chun
Format: Article
Published: Frontiers Media SA 2024
Online Access:http://psasir.upm.edu.my/id/eprint/106191/
https://www.frontiersin.org/articles/10.3389/feduc.2024.1345661/full
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spelling my.upm.eprints.1061912024-05-07T22:50:13Z http://psasir.upm.edu.my/id/eprint/106191/ Empowering examiners to develop doctoral assessment literacy: a situated learning perspective Tan, Wee Chun Doctoral examiners play a pivotal role in upholding academic standards; therefore, they must be supported in their work. Drawing on situated learning theory, this paper proposes a conceptual training framework to empower examiners, particularly those participating in the PhD viva. The framework comprises three key initiatives: a professional development programme, a peer review, and an accreditation programme. The paper further highlights the potential benefits of the training initiatives and discusses implementation challenges aimed at fostering examiners’ continuous professional development, promoting a deeper understanding of assessment literacy, and maintaining the overall quality of doctoral assessment. Frontiers Media SA 2024-01 Article PeerReviewed Tan, Wee Chun (2024) Empowering examiners to develop doctoral assessment literacy: a situated learning perspective. Frontiers in Education, 9. pp. 1-5. ISSN 2504-284X https://www.frontiersin.org/articles/10.3389/feduc.2024.1345661/full 10.3389/feduc.2024.1345661
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
description Doctoral examiners play a pivotal role in upholding academic standards; therefore, they must be supported in their work. Drawing on situated learning theory, this paper proposes a conceptual training framework to empower examiners, particularly those participating in the PhD viva. The framework comprises three key initiatives: a professional development programme, a peer review, and an accreditation programme. The paper further highlights the potential benefits of the training initiatives and discusses implementation challenges aimed at fostering examiners’ continuous professional development, promoting a deeper understanding of assessment literacy, and maintaining the overall quality of doctoral assessment.
format Article
author Tan, Wee Chun
spellingShingle Tan, Wee Chun
Empowering examiners to develop doctoral assessment literacy: a situated learning perspective
author_facet Tan, Wee Chun
author_sort Tan, Wee Chun
title Empowering examiners to develop doctoral assessment literacy: a situated learning perspective
title_short Empowering examiners to develop doctoral assessment literacy: a situated learning perspective
title_full Empowering examiners to develop doctoral assessment literacy: a situated learning perspective
title_fullStr Empowering examiners to develop doctoral assessment literacy: a situated learning perspective
title_full_unstemmed Empowering examiners to develop doctoral assessment literacy: a situated learning perspective
title_sort empowering examiners to develop doctoral assessment literacy: a situated learning perspective
publisher Frontiers Media SA
publishDate 2024
url http://psasir.upm.edu.my/id/eprint/106191/
https://www.frontiersin.org/articles/10.3389/feduc.2024.1345661/full
_version_ 1800093799118012416
score 13.211869

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